234 HISTORY OF WESTERN EDUCATION work, " a tongue of itself both deep in conceit and frank in delivery " ? "I do not think," he adds, " that any language, be it whatsoever, is better able to utter all arguments either with more pith or greater plainness than our English tongue, not any whit behind either the subtle Greek for crouching close, or the stately Latin for spreading fair."* Thirty years later, the plea for the scholarly study of English was reinforced and extended by another schoolmaster, John Brinsley, the headmaster of Ashby-de-la- Zouch School, in his LudusLiterarius, The Grammar School (1612). Apart from suggestions for reform, the book is a mine of informa- tion about the practices of the grammar schools of this period. Quite the most important section of it is that dealing with the teaching of English. Before proceeding to practical suggestions he states the case for " the further teaching of English " most admirably. Complaint has been made, he says, that in most of the grammar schools " there is no care had in respect to train up scholars so as they may be able to express their minds purely and readily in our own tongue, and to increase in the practice of it, as well as in the Latin or Greek; whereas our chief endeavour should be for it, and that for these reasons: (i) Because that language which all sorts and conditions of men amongst us are to have most use of, both in speech and writing, is our own native tongue. (2) The purity and elegancy of our own language is to be esteemed a chief part of the honour of our Nation. (3) Because of those which are for a time trained up in schools, there are very few which proceed in learning, in comparison of them which follow other callings.5 'f In the galaxy of Elizabethan educators must be included one who, though neither a teacher himself rior much interested in tlie practice of education, yet exercised a greater influence oit educational thought than any or perhaps all of them. This was Francis Bacon, Lord Verulam (1561-1626), the great expositor and philosopher of the new scientific movement which was the last gift of the Italian Renaissance to the world. For one who took all that concerned knowledge for his province, Bacon has curiously little to say about s the grammar schools. In one perfunctory section of The Advancement of Learning he touches briefly on the part played by Pedagogy in the transmission * Foster Watson, Teaching of Modern Subjects in England, pp. 10, u. Canapagnac's Edition, pp. ai, 22.